This lesson helps show how the Coriolis Effect ties into the concept of wind and is designed as a summarizing day because a lot of information was presented in the last two days. It goes into deeper depth of how it affects our atmosphere. It also is an opening to Coriolis' effect on water.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Students will know where wind comes from and what the Coriolis Efffect is.
Plans for Differentiating Instruction
Worksheets and visual representations of concepts will help differentiate instruction and help students organize the content.
Accommodations and modifications
Environmental factors
Materials
koosh ball?
globelego mantapesaran wrapmarker
Objectives:
You will be able to...
explain why the Coriolis Effect works
How the Coriolis Effect directly impacts Hadley cells and the Tradewinds
Instruction:
Opening:
Students will review their Coriolis worksheet. An open discussion on understanding the Coriolis force will be introduced. Students will be asked the following (picked on by me in the order of girl, boy, girl, boy)...
Question: What did you discover yesterday? Answer: Coriolis Effect causes things IN MOTION to turn to the right in the N hemi and to the left in the S.
Question: What do you mean by turning to the right in the N hemi? Answer: If you are looking directly down at the earth, directly over the North pole, and watch something move, you will see that the direction seems to veer to the right. Vice versa in the left.
Question: Did you discover that it is actually traveling in a curved path or a straight line? Answer: No, it is travelling in a straight line but appears to curve. We know this how??? Because when we held a ruler above the pencil it was proof that the path taken was that of a straight line.
Question: Why does it appear to curve ?: Answer: Because it was a sphere!
Question: If our planet were flat, would the Coriolis Effect exist? Answer: No because the coriolis effect only works on spheres.
Question: Why does it only work on spheres? Answer: Technically, we are moving faster at the equator than at the poles. [Show this by taping a lego man on the equator and then on the pole, while rotating the globe).
Any student questions?
Engagement:
Activity 1
Now we are going to put the Coriolis Effect into some things that relate to our world, specifically our atmosphere. Let's start with some common ideas that some people may or may not have. Write them on the board for students to copy down. Students will take a vote to see if they think it is true or false and we will decide if each one is true or false. Here I can decide if I want to throw the koosh ball. While I am writing these, have someone wrap the globe in saran wrap.
Coriolis effect makes toilets spin counterclockwise in the N and clockwise in the S hemi. T or F
Coriolis effect is a force. T or F
Coriolis effects objects traveling at different speeds the same. T or F [Show this by wrapping the globe in saran wrap.]
Coriolis effect has nothing to do with wind patterns. T of F
When birds are in the air, they must fly on a curved path in order to get where they want to go. T of F (F b/c atmosphere moves with the earth and birds are moving slow enough, so I hear, to not be affected).
make sure students know that all these are False.
Activity 2
Now we will draw some pictures that will show how the Coriolis Effect directly impacts winds.
Take out your worksheets that you received in class YESTERDAY? with the globe and your Hadley cell on it. This will force students to be organized. Have extra on hand.
Why is the Coriolis Effect Important?
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
This lesson helps show how the Coriolis Effect ties into the concept of wind and is designed as a summarizing day because a lot of information was presented in the last two days. It goes into deeper depth of how it affects our atmosphere. It also is an opening to Coriolis' effect on water.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Students will know where wind comes from and what the Coriolis Efffect is.Plans for Differentiating Instruction
Worksheets and visual representations of concepts will help differentiate instruction and help students organize the content.Accommodations and modifications
Environmental factors
Materials
koosh ball?globelego mantapesaran wrapmarker
Objectives:
You will be able to...
Instruction:
Opening:
Students will review their Coriolis worksheet. An open discussion on understanding the Coriolis force will be introduced. Students will be asked the following (picked on by me in the order of girl, boy, girl, boy)...Engagement:
Now we are going to put the Coriolis Effect into some things that relate to our world, specifically our atmosphere. Let's start with some common ideas that some people may or may not have. Write them on the board for students to copy down. Students will take a vote to see if they think it is true or false and we will decide if each one is true or false. Here I can decide if I want to throw the koosh ball. While I am writing these, have someone wrap the globe in saran wrap.
- Coriolis effect makes toilets spin counterclockwise in the N and clockwise in the S hemi. T or F
- Coriolis effect is a force. T or F
- Coriolis effects objects traveling at different speeds the same. T or F [Show this by wrapping the globe in saran wrap.]
- Coriolis effect has nothing to do with wind patterns. T of F
- When birds are in the air, they must fly on a curved path in order to get where they want to go. T of F (F b/c atmosphere moves with the earth and birds are moving slow enough, so I hear, to not be affected).
make sure students know that all these are False.Now we will draw some pictures that will show how the Coriolis Effect directly impacts winds.
Take out your worksheets that you received in class YESTERDAY? with the globe and your Hadley cell on it. This will force students to be organized. Have extra on hand.
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: